Exploring perfect squares in Ms. Grappone’s gr. 7 class @augustinetcdsb using #MathUp. Ss built small, medium, and large squares & represented them using multiplication equations. Ss then listed the first 20 perfect squares & discussed what they noticed about perfect squares.

Started off September with a Number talk from #MathUp @rubiconpubs in Ms. Grande’s grade 8 class @ICCS0281 This was a perfect task to review fractions. Through consolidation we unpacked the learning- Ss used different strategies to determine how many wholes. @BarbaraCapano

When there’s limited space in the classroom we take the learning to the hallway! Today we set up a thinking classroom outside of Ms. Bisasor’s grade 7 class @augustinetcdsb. The Ss enjoyed working together on a task that involved calculating area of figures with familiar shapes.

Gr. 7 Ss @stephenTCDSB working on a #MathUp #NumberTalk from @rubiconpubs called Integer Chips. Ss worked collaboratively to explore how integers can be represented in a variety of ways. This activity strengthened their understanding of the zero property.

The sound of Math conversations in Ms. Courchesne’s class @stephenTCDSB. So proud of these students working so hard and so engaged in the task from @EdwinClassroom. #HIIP #MathConversations #Collaborativework

Using @EdwinClassroom ‘s virtual manipulatives to revisit the concept of equivalent fractions in Ms. Dorego’s class @ICCS0281. Using visuals enables students to have a concrete understanding of the concept.

HIIP—> Direct Instruction in Ms. Farrace’s Gr. 7 class @ICCS0281. Students were introduced to the area model and partial product strategies to learn how to multiply whole numbers and decimals. Place value is emphasized as each factor is decomposed into its expanded form.

Exploring the ratio of diameter to circumference in Ms. Courchesne’s gr. 7 class @stephenTCDSB. Ss constructed 3 circles of different sizes & measured the diameter and circumference of each. We co-constructed an approx formula for calculating circumference during consolidation.

Using @geogebra in Ms. Galluzzo’s class @augustinetcdsb to help students conceptualize multiplying fractions before transitioning to the traditional algorithm. Ss can visualize the process - how the numerators and denominators of the fractions interact to produce the product.

Grade 7 Ss in Ms. Farrace’s class @ICCS0281 working on a problem solving question that involves determining common multiples. Students had to determine the next year 2 comets would be visible together. Different strategies were used and highlighted in the consolidation.

3 part lesson from #MathUp @rubiconpubs in Ms. Cimino’s grade 7 class @augustinetcdsb. Minds On - Ss use a puzzle with clues that relate to the prime factors of of the numbers 1 to 20. Action - students figure out the prime factorization of composite numbers.

Exploring Pythagorean Theorem in Ms. Galluzzo’s grade 8 class @augustinetcdsb. Ss used cubes to build squares on the sides of a 3-4-5 right triangle. They related the area of the square they built on the hypotenuse side to the areas of the squares on the other two sides. #MathUp

3 part lesson from @rubiconpubs MathUp in Ms. Cipollone’s grade 7 class @ICCS0281. Ss participated in a class survey, then used the data to create a relative frequency table. They represented the data in a circle graph and 10 x 10 grid. A success criteria was co-constructed.

Ss in Mr. Ponticelli’s class @augustinetcdsb explored area of a circle by decomposing a circle (fraction circles) & rearranging the parts into a familiar shape. Ss formed parallelograms and made sense of how the measurements are related to radius, diameter and circumference.

Ss in Ms. Cimino’s class @augustinetcdsb working on solving word problems that involve factors and/or multiples. Ss demonstrated an understanding of multiplicative relationships between 2 or more numbers, common factors, GCF, common multiples, & LCM.

Engaging Ss with Minds On activities to activate prior knowledge @stephenTCDSB . 1) “Which fraction doesn’t belong” gives Ss opportunities to explain their thinking & justify their reasoning. 2) Fraction Visual Model - allows Ss to conceptualize understanding

Grade 7 students are working together on an integer task. They were given a chart with letters and assigned values. They had to create 3 letter words with the greatest & least values and a value of 0. @SJV_TCDSB @MirellaDev

HIIP: Success Criteria - Co-creating a success criteria with Ss helps Ss understand the steps needed to achieve the learning goal. A success criteria for adding and subtracting fractions & multiplying fractions were co-constructed @stephenTCDSB. Ss can refer to them as needed.

Ss in Mr. Morris’ class @SJV_TCDSB working on an Integer Task from @EdwinClassroom @NelsonClassroom. A chart with letters & an assigned value was given to Ss. Ss had to create 3 letter words that when added would have greatest & least values & a value of 0 #addingintegers #<3Math

Ms. Gueli’s class @SJV_TCDSB demonstrated their knowledge of adding integers with this Integers Task by @EdwinClassroom. A chart with letters & an assigned value was given to Ss. Ss had to create 3 & 5 letter words that when added would have greatest & least values & a value of 0